A Review of Research on Technology-Assisted School Science Laboratories

Autor/inn/en	Wang, Chia-Yu; Wu, Hsin-Ka; Lee, Silvia Wen-Yu; Hwang, Fu-Kwun; Chang, Hsin-Yi; Wu, Ying-Tien; Chiou, Guo-Li; Chen, Sufen; Liang, Jyh-Chong; Lin, Jing-Wen; Lo, Hao-Chang; Tsai, Chin-Chung
Titel	A Review of Research on Technology-Assisted School Science Laboratories
Quelle	In: Educational Technology & Society, 17 (2014) 2, S.307-320 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Science Laboratories; Technology Uses in Education; Meta Analysis; Literature Reviews; Participant Characteristics; Intellectual Disciplines; Electronic Equipment; Intervention; Program Length; Scientific Methodology; Student Participation; Cognitive Processes; Skill Development; Psychomotor Skills; Attitudes; Outcomes of Education; Computer Simulation + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Meta-analysis; Metaanalyse; Geisteswissenschaften; Elektronisches Gerät; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cognitive process; Kognitiver Prozess; Kompetenzentwicklung; Qualifikationsentwicklung; Psychomotorische Aktivität; Attitude; Einstellung; Verhalten; Lernleistung; Schulerfolg; Computergrafik; Computersimulation
Abstract	Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed here. Simulations, microcomputer-based laboratories (MBLs), and virtual laboratories are commonly used to assist students in engaging in laboratory activities, followed by remote laboratories, databases, and other miscellaneous technologies. We report the demographics and characteristics of these technology-assisted laboratory studies and provide examples to illustrate how technologies have facilitated science learning in laboratories for different subjects and science domains, with various levels of student involvement and components of investigations. Major findings of the reviewed articles are summarized to understand the effects of applying technologies in school laboratories. Incorporation of technologies in school science laboratories has changed students' learning experiences in terms of the phenomena to be explored, their interactions with the natural phenomena or materials, and approaches to handling and making sense of data. Based on our findings, possible directions for future research and emerging instructional issues regarding technology-assisted laboratories are discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10